The Commons @Public Libraries: Process Book by Beayue Louie

Beayue Louie a 2014 student grad project

Learning in its most enjoyable form is pursuing the things we are passionate and curious about. The goal of The Commons is collaborative knowledge creation. Namely, taking one person or groupâ&#x20AC;&#x2122;s idea or question and seeing how we, as a community, can collectively expand upon it.

This is a student design grad project. Research and educational assistance was provided by Emily Carr University of Art and Design and the Vancouver Public Library. The views and commentary expressed in this project are solely those of the designer and are not necessarily shared or endorsed by Emily Carr University of Art and Design or the Vancouver Public Library.

The Commons @Public Libraries Table of Contents Public Libraries

Ideation

Prototyping

Proposal 5 Project 6 Goal 6 Objectives 6 Criteria for Success 6

Individual Focus 24

The Commons @Public Libraries 41 Problem 41 Solution 41 Concept 41 Objective 41 Curators & Curations 42

Research

Direction 29 Design Challenge 29 Criteria for Success 29

Primary Research 7 Research Methods 7 Vancouver Public Library 8 2013-2015 Strategic Plan 8 Public Library’s’ Role 9 Products & Services 9 Issues & Opportunities 9 Supplementary Research 10 Public Libraries 11 The Flow of Information 11 Individual & Group Usage 13 Library Usage 14 Motivation 14 Storyboard 18 Tangential Learning 18 Problem Spaces 20 Changes in Usage 20 Exacerbated Reductionism 20 Data Abundance 20 Generativity 21 Technology 21

Individual to Group Focus 26 Group Focus 27

Sample Curations 43 Mock Post-It Forum 47

Featured Concept No. 1: Information Wall Featured Concept No. 2: Feature Walls

30 31

Concept Development

Business Plan 48 Operations 48 Competitor Analysis 53 SWOT Analysis 57

Considerations 32 Public Libraries 32 Community Engagement 32 Privacy vs. Customized Experience 33 Breadth vs. Intellectual Property 33 Ownership vs. Licensing 33 Sharing Knowledge 34 Timeline Comparison 36 Building Communities 37 Third Place 38 Community’s Living Room 38 Community’s Kitchen 38 Problem Definition

Learning & Innovation 22 Anticipating Change 23

The Commons @Public Libraries Table of Contents User Validation

Refinement

The Commons @Public Libraries

User Validation Plan 58 Purpose of Research 58 Testing Intentions 58 Key Users 58 Prototypes to be Tested 59 User Profile 59 Scenario 60 Ethics 60 Measures 61 Results 61

Modular System 76 Inclusive System Ideation 77 Objective 77 Spaces 77 Stackable Components 78 Panels 79 Shelves 80 Frames 81

Final Prototype 88 Project Reach 88 Design Criteria 88 System Streams 90

Sustainability Plan 83 Okala Ecodesign 83 Curated Library Spaces 84 Modular Components 85 Frame System 87

Physical Components 92 Framework 92 Modular Parts 93 Library Space 101

Implementation 62 Library Spaces 62 Promotion 63 Logo 63 Posters 63 Supplementary Feedback 64 Online Documentation 64 Questionnaire 64

Individual Elements 91 Knowledge & Interests 91 Action 91 Community Engagement 91

Interaction Levels 104 Participant 104 Contributor 105 Curator 108 Long-Term Goals 111

Results 65 Chalkboard Wall 65 Drawing Wall 68 Post-It Wall 71 General Observations 74 Promotion 74 Online Documentation 74 Questionnaire 75

Public Libraries Proposal

The first condition of progress is the removal of censorship. ~ George Bernard Shaw

Don’t ever apologize to an author for buying something in paperback, The first step - especially for young people with Getting information off the energy and drive and talent, but not money - the or taking it out from a library controlling your world to control Internet taking a isdrink (that’sarewhat they’re there for. Usefirst stepisto like Comics a gateway culture. To model and demonstrate the kind your library). Don’t apologize your from a fire hydrant. drug to literacy. of world you demand to live in. To write the books. to this author for buying books Make the music. Shoot the films. Paint the art. ~ Mitchell Kapor second ~ Arthand, Spiegelman or getting them from ~ Chuck Palahniuk bookcrossing or borrowing a friend’sWhere is the Life we have lost in living? Where is the copy. What’s important to The Internet isme theis Viagra of big business. Whoever tells the that people read the books and wisdom~we lost in best story shapes Jackhave Welch enjoy them, and that,Perhaps at someno point place in any community is sois totally the culture. knowledge? Where the there, theMcManus book democratic was boughtas bythe town library. The only entrance ~ in Erwin Raphael knowledge we have lost in someone. And that people who like requirement is interest. things, tell other people. The most information? ~ Claudia Alta Johnson Everyone designs If television’s a babysitter, the Internet is a ~ T.S.who important thing is that people read... Eliot devises of action drunk librarian who won’t shutcourses up. aimed at changing ~ Neil Gaiman ~existing Dorothy Gambrell into The Internet isThe the Internet first thing thatsituationsthe is preferred becoming ones. humanity has builtsquare that humanity ~ Herbertvillage Simon town for the global

The only thing that you absolutely have to know, is the location of the library.

People Wheredon’t is all the realize how Everybody gets so knowledge we lost a man’s with information? much information whole life of tomorrow. doesn’t understand, largest We are the willing enough to praise Bill Gates ~ years canexperiment be Awe hundred ago, in anarchy that ~ T.S. Eliot freedom when she is safely tucked all day long that Information not knowledge. an average teenager changed by ishave ever had. away in the past and cannot be a ~ Albert Einstein knew countless The very existence of authors, libraries affords a sex nuisance. the present,and, amidst ~ EricIn Schmidt they their one book.lose the best evidence that we may yet have

~ Albert Einstein

position or two. Today, dangers whose outcome cannot hope for the future of we man. an average teenager books to destroytreats a ~ T.S. Eliot knows countless sex foresee, weasgeta nervous about her, The Internet censorship culture. Just get people to positions, and, an and admit censorship. malfunction and routes around it. stop reading them. or two. ~ Gertrude Stein ~author Mokokoma ~ John Perry Barlow ~ E.M. Mokhonoana Forster ~ Ray Bradbury

~ Malcolm Xburn You don’t have to

common sense.

Libraries & Literacy

Public Libraries Proposal

All things good should flow into the boulevard.

~ Pericles

Project

Public libraries help form the foundation of a democratic society. By pooling resources together to provide individuals with greater collective access to information than they could afford separately, they enable civic and global engagement and participation. They are the only community-based institution that is dedicated to ensuring that every community member - regardless of socioeconomic status, technological competence, age, gender, ethnicity, employment situation or other demographic characteristic - has access to information, reading and media materials to enrich their lives, whether through personal growth, knowledge expansion or entertainment. Despite this critical role to communities, however, public libraries are facing numerous challenges such as: • global economic instability and resulting budget constraints; • significant user demographic changes; • rapid technology development and societal adoption; • increasingly divergent services expectations; and • more stringent intellectual property controls by the publishing industry. While the role of public libraries and what they contribute to the community has not changed, the manner in which its services are conveyed must to remain relevant.

Goal

As public libraries embrace both existing and new mediums of information and the role of librarians move away from the traditional notion of knowledge gatekeepers to one of facilitators, this project aims to assist public libraries and its (potential) users in identifying and meeting their information needs, both within the libraries’ walls and beyond.

Objectives

To examine the way in which public libraries: • promote universal access to information; • facilitate use by socially-excluded community members; • provide communal spaces that meet the varied needs of the community; • deliver customized services while protecting personal rights from infringement; • archive information of historical, cultural and educational significance for posterity; and • support and encourage civic dialogue and participation.

Criteria for Success As with many topics in the humanities, the criteria of success for literacy is difficult to quantify along a single vein. While increased literacy result in tangible statistics such as reading comprehension, test scores and workforce skills, thereby contributing to both the success of an individual and the society in which he or she belongs, the intangibles are just as important. These may take the form of: • an appreciation of history; • an addiction to gossip magazines; • a love for music; • an enjoyment in online gaming; • a passion for graphic novels; or • an understanding of humour. Ultimately, they represent an interest in something - a commitment to learning in whatever form it may take. Thus, the successful outcome of this project will be in the facilitation of access to the tools of learning in a myriad of forms, as varied as the users themselves.

Research

Primary Research Research Methods

Interviews

Public libraries strive to appeal to and serve all segments of the community. As such, I elected to focus on interviews with library and education professionals as my main source of primary research in order to gain a better understanding of both the learning needs of a broad demographic range and the operating environment of public libraries. Due to the size and breadth of public libraries’ target markets, I opted to rely on published and non-published statistics and survey results of library users from previous studies for Metro Vancouver as supplementary research. Surveys and cocreation kits were passed over due to the high probability of result biases from small sample sizes and sampling locations.

Vancouver Public Library

Emily Carr University Library

Vancouver School Board

WISH LIST

• capacity to deliver services anywhere

• greater virtual presence and opportunity to reach people

• greater engagement

• more positive learning attitude

• collection development

• book fairs

• warning system to show library members’ struggles with searches

• ability to move in and out of places fast

• development of archives

• themes for each floor

• digitize archives • streaming services

• more structured reading programs

• incorporate elements of play

• flexible reading materials

• virtual connected communities • pop-up libraries • programs that support civic dialogue • support for multicultural communities

• pop-up library in • business groups • schools • new developments • consistent services so people know the value of libraries (libraries don’t even do this now) • programs that get people out into communities

• give students the ability to define the space • dedicated learning spaces • collaborative learning environment

Research

Primary Research Vancouver Public Library With over 373,000 cardholders, more than 9 million collection items borrowed annually and 22 branches, the Vancouver Public Library is the third largest public library system in Canada. Its mission is to provide “a free place for everyone to discover, create and share ideas and information”.

2013-2015 Strategic Plan Vision An informed, engaged and connected city. Mission A free place for everyone to discover, create and share ideas and information. Values • diversity • access for all • intellectual freedom • learning and curiosity • patron-centered services • community-led planning • community partnerships • innovation and creativity • respectful spaces and communication • staff development and collaboration • effective use of resources • sustainability

Priorities 1. Inspire and support a community of learning 2. Connect people with each other and our city 3. Provide engaging spaces to create and share our stories 4. Nurture a strong organization

Foundational Elements • Diverse and accessible collections and programs • Skilled and resilient staff who meet changing community needs with confidence • Comprehensive network of physical and virtual branches • Current and adaptable technology for our staff and community

Goals 1. Support a sense of belonging for Vancouver residents and foster social cohesion through learning, sharing, and having fun.

7. Improve our branch environment, appeal, and hours to maximize the Library’s usefulness and community access.

2. Implement more flexible, patroncentered service models to inspire and support a community of learning and a culture of reading.

8. Increase awareness of the Library’s resources and programming so that more people in the community can benefit from our services.

3. Support the development of Vancouver residents’ technology, information, and digital literacy skills so they can participate more effectively in the digital world.

9. Increase donor engagement to enhance the Library’s offerings.

4. Offer a suite of resources, tools, and services to support the creativity and imagination of Vancouver residents.

11. Implement improved methods for measuring and demonstrating value so that the impacts and outcomes of Library services are better understood by stakeholders.

5. Expand the Library’s commitment to children, teens, and families so that all are inspired by diverse opportunities for learning, creativity, and community engagement.

10. Empower and support staff to use their skills, knowledge, and creativity to achieve organizational goals.

12. Maintain and enhance approaches to sustainability so that the Library can reduce its environmental impact.

6. Expand the Library’s presence in nontraditional spaces so that all Vancouver residents have access to the Library’s resources and services.

PROJECT FOCUS

Research

Primary Research Public Library’s Role The library aims to support people to be good citizens by helping them find out about the world.

PAST

PRESENT

Service Delivery You come to us.

Service Delivery We come to you.

Librarian’s Role Guardian

Librarian’s Role Facilitator / Tutor

• mobile librarians • virtual reference chat • “embedded” services

• preserve the past • connect people to the past • capture content that is entirely digital

Products & Services

Issues & Opportunities

The library provides: • physical materials such as books, CDs, DVDs and computer games; • digital materials such as e-books and music files; • digital services such as computer, Internet and wireless access; • digital databases; • information services through librarians; • study, gathering and meeting spaces; and • children, teen and adult programs and training.

• 60% of library visitors do not talk to a single person during their visit.

• How do libraries appeal to teens who are harder to reach and seniors who are isolated?

• Students don’t know what they don’t know.

• VPL will obtain two floors of the Central branch back from the provincial government.

• Many catalogue and virtual reference chat users avoid asking librarians for help in-person even when struggling with searches.

• There is a growing expectation that we can get information fast, where we merely “satisfy” our knowledge needs.

? 9

Research

Supplementary Research How should we call you (who use the library?)

Proposals for Physical Space

What do you want our library to be known for?

Several surveys and online forums regarding public libraries in Metro Vancouver, such as the Richmond Public Library, were consulted during the research phase. These charts depict a small sample of the relevant results. © MindMixer & IBI Group

Research

Public Libraries Where does the published content from public libraries traditionally come from?

AUTHORS AGENTS PUBLISHERS

Licence

DRM

GENERAL PUBLIC

Individual / Group Space Library Group Buy

OVERDRIVE (3rd Party Reader)

Meeting Rooms COMMUNITY GROUPS

PUBLIC LIBRARY Books

Librarians Information

E-books Computers Space

Databases

Wi-Fi

COMMUNITY PROGRAMS

SCHOOLS

OTHER LIBRARIES Internet

The Flow of Information As a result of ubiquitous computing, society, and consequently, public libraries, are undergoing an interesting shift in information exchanges in which interactions in the physical domain are becoming more isolated and narrow, as those in the virtual domain are growing wider and more complicated. While the

Internet does and will continue to play an important role in knowledge transfer, there are many caveats involved with its use, such as commercial intent, false or misleading content, overwhelming data abundance, exacerbated reductionism and (hidden) exposure to group think and sole source proliferation.

Business Government

Research

Where do we get our information from?

Public Libraries Furthermore, the rapid technological obsolescence of personal electronics and continued commercialization of Internet access places a high admission price on such information - one that even libraries are not immune to.

Research

Public Libraries Individual & Group Usage Despite its varied resources and potential to serve as a central common space in the community, there is a strong perception of the public library as a separate institute

How do we use public libraries? of formal knowledge, where we passively consume or utilize information products and services on an individual or small group basis.

How do we collectively use public libraries?

Isolated Streams of Usage

Research

Library Usage Motivation Child

Research

Library Usage Teenager

Research

Library Usage Adult

Research

Library Usage Senior

Research

Library Usage Storyboard Prior to the Internet, the public library served as a communityâ&#x20AC;&#x2122;s authority on all things. Most households could not afford private or current libraries or encyclopedia collections. We use to go to the library to visit giants.

Research

Library Usage Tangential Learning People are creatures of habit. We tend to stick to areas that we are familiar with.

80/20 Rule 80% of a libraryâ&#x20AC;&#x2122;s usage is from only 20% of its collection. How do we encourage unexpected connections and exploration?

Research Changes in Usage

Exacerbated Reductionism

Over the past year, public libraries have experienced significant changes in the usage of its resources: Decreased Usage 2.5 % books 34% CDs 0.7% foot traffic

Our increased reliance on digital tools and resources such as computers, smartphones and the Internet, have led to exacerbated reductionism. This is because information occupies virtual space. Data must be coded by metadata and keywords in order to be used. As a result, this information is heavily influenced by organizational and data architectural constraints that we cannot see or account for. The danger is that we often regard digital information, in and of itself, as benign and neutral.

Increased Usage 44% computer access 49% Wi-Fi access 187% e-books Note:

DEWEY DECIMAL SYSTEM

Problem Spaces 000 – General Works, Computer Science & Information 100 – Philosophy & Psychology 200 – Religion 300 – Social Sciences 400 – Language 500 – Science 600 – Technology 700 – Arts & Recreation 800 – Literature 900 – History & Geography

Statistics for Vancouver Public Library

Data Abundance Additionally, we are inundated with an abundance of data on a daily basis. This, in combination with competing demands on our attention, have resulted in a narrowing of scope in the way we search for information. Greater priority is placed on finding the “answer” as oppose to the learning process. Consequently, we are losing the benefit of peripheral knowledge and unanticipated connections.

00101010001010101000101111101010100010100101110001010100010101000101010100011111101010100010 1000101010 10010111000101010001010100010101010001011111010101000101001011101010100010101000101010100010 010101000101 11111010101000101001011100010101000101010001010101000101111101010100010100101110001010101010 010101000101 00101010100010111110101010001010010111000101010001010100010101010001111110101010001010010111 01000101010 00010101000101010001010101000101111101010100010100101110101010001010100010101010001011111010 0001011 10100010100101110001010100101010001010101000101111101010100010100101110001010100101000101010 01010001 10 10001011111010101000101001011100010101010101000101010100011111101010100010100101110001010100 0111000101 01010100010101010001011111010101000101001011101010100010101000101010100010111110101010001010 00101 101010 01011100010101010101000101010100010111110101010001010010111000101010010100010101010001011111 0101111 01010100010100101110001010100101010001010101000111111010101000101001011100010101000101010001 10001 01010100010111110101010001010010111010101000101010001010101000101111101010100010100101110001 01010101000101010100010111110101010001010010111000101010001010101000101010100010111110101010 00101001011100010100100101110001010101010100010101010001011111010101000101001011100010101001 01000101010100001001011100010101010101000101010100010111110101010001010010111000101010010s01000

Research

Problem Spaces Generativity

Technology

All research is built on the past. How does the library encourage creativity while placing knowledge in the context of history and its current iterations for future development?

Information appears “pristine” when seen through the filter of technology. How do we utilize these tools and resources for their benefits without losing the weight and patina of knowledge? CONTEXT

CONTEXT

CONTEXT INFO CONTEXT

PAST

INFO

CONTEXT

PAST

INFO

PAST

INFO

DISCIPLINE

PAST

INFO DISCIPLINE

PAST

DISCIPLINE INFO

FUTURE

vs.

INFO

FUTURE

DISCIPLINE

e.g.

TITANIC

e.g.

COSTA CONCORDIA

UNITED NATIONS

BOB from NYC

Research

Learning & Innovation In this technological age where people believe that they have access to anything via the Internet and nothing is sacred, how do we recapture the wonder and respect we use to have for the library and the knowledge it offered?

If I have seen farther it is by standing on the shoulder of giants.

~ Isaac Newton

CURIOSITY

One who discovers by building on previous discoveries.

EXCITEMENT

When and why did we lose the wonder of learning?

MAGIC

SURPRISE 22

Research

Learning & Innovation Anticipating Change History has shown us that technology and trends change over time, at an increasingly exponential rate. How do we create a system that anticipates shifts in usage that we cannot currently foresee?

CREATE EXPERIENCES

Don’t take the library too seriously. INFORMAL SOCIAL NETWORKS

PUBLIC LIBRARIES MAKER SPACES

THINK TANK COMMUNITY PROGRAMS

Community Hubs Built Around Civic Society Community Decides: • what is relevant • what should be sustained

Ideation

Individual Focus Shared Reading Experience Place markers that library members can use to physically highlight phrases or pictures in books for the next reader. How do we capture the appeal of Post Secrets and shared connectivity in e-reader such as Kindle and Kobo?

Pop-Up App for Video Materials App that runs in real-time with DVDs. Provides trivia and references to other library materials to encourage tangential learning and curiosity.

Ideation

Individual Focus

Integrated Catalogue Redesign the way people interact with the library catalogue to incorporate: • library materials • databases • private collections • community group resources • Internet results Currently, information is segregated according to source material. To encourage tangential learning, results are integrated together while still maintaining differentiated markers to allow users to gauge the source.

Business Area Communal meeting area to meet the needs of commuters and at-home workers who occasionally need office services: • reference materials • white or chalk boards • conference table • projector and screen • Internet access • meeting or boardroom

Ideation

Individual to Group Focus

Modular Work Spaces Tables/cubicles that can be used individually or in groups to encourage conversation and unexpected connections or material discoveries.

Ideation

Group Focus

Public Wall Feature a live-feed digital wall with a â&#x20AC;&#x153;question of the weekâ&#x20AC;?, where individuals can submit their answers (via library terminal or social media). Intersperse quotes from history, literature, current news, etc alongside these answers to create a dialogue between the past and the present, as well as the real and the imaginary.

Game Rooms Include communal game rooms (physical and virtual) in the library to encourage people to interact with those outside their immediate social circle. Tie in related library materials to associate play and learning together.

Ideation

Group Focus Feature Walls Incorporate library resources into wall boards to raise issues for discussion and encourage tangential connections. Allow the public to pose issue and topic themes.

News Wall Display physical and digital news together to encourage browsing and group reading and/or dialogue.

Ideation Direction

Design Challenge Design a system or space that will help transform people’s interactions with and within a library from individual or isolated group exchanges to communal action and engagement?

Physical Resources

Internet

Physical Resources

Internet

Criteria for Success 1. Facilitate knowledge creation, not just information access. 2. Address the direct needs of the community. 3. Be adaptable to new forms of knowledge creation. 4. Encourage spontaneous interactions between members of the public and/or the library. 5. Foster civic dialogue and collective ownership.

Collaborative Spaces

6. Be executable and financial viable for a broad range of library systems.

Why are these resources in isolation?

An informed citizen is necessary to sustain a democracy • transparency • access • education 29

Ideation

Featured Concept No. 1: Information Wall An interactive wall display that allows individuals to pursue topics and keywords found in news stories to additional library and external resources in a direct and tangible way. Traditional news formats, such as newspapers and magazines, are juxtaposed with a large-scale digital touch screen that displays news stories in a flip screen style. These news stories can be interacted with by one or more individuals: • physically (via the touch screen); and • virtually (via a library’s website or Twitter feed).

Wayfinding

Print Formats • • • • •

• location • points of interest

mainstream local independent multicultural zines

Search Results

• catalogues • local organizations & resources • private collections

Depressing a keyword on the main screen will call up related library and external resources on an adjacent screen, along with wayfinding information.

Digital News Feed Board • random stories from multiple news feeds • individual & group interaction

Keyword Social Media Feedback

Consolidates feedback from: • info wall • library website, app & twitter • primary source website, app & twitter

Ideation

Featured Concept No. 2: Feature Walls Feature walls in the library would be curated by different individuals and rotated over time. Each wall will pose interesting concepts, questions or issues for contemplation. The walls will use different mediums such as a touch screen or chalkboard to showcase library resources and interesting links the viewer may not have previously known.

Keyword Multiple Curators

Search Results

• • • •

librarians & staff local organizations schools library members

Mediums • • • •

digital screens integrated shelves chalk/white boards paper

• catalogues • local organizations & resources • private collections

Concept Development Considerations Public Libraries Most people regard the library as an “institution” of higher learning. They build bulkheads between the topics they think they should know about (government, tax, algebra, Canadiana, etc) and the things they want to know about (music, animation, salacious fiction, television, celebrity gossip, fashion, etc).

But there’s no rule that the things we should know and the things we want to know must be mutually exclusive. The idiom that one man’s trash is another man’s treasure applies to information and ideas, as much as it does to physical items. As such, how do public libraries demonstrate that the topics that people are inherently interested in and passionate about, in and of themselves, contribute to life-long learning, and as a result, a richer, more informed society.

Information

OUTREACH

CONSULTATION

Information

Public Library

Community

Community Engagement Most public libraries have two traditional streams of community engagement: 1. Consultation The library asks for feedback from the community. 2. Outreach The library creates services, programs or presentations to convey a message in the community. Examples include campaigns on the importance of reading to preschool children or the provision of mobile libraries services.

In both these steams, however, information is predominately conveyed in one direction: from the community to the library or from the library to the community. As a result, it creates or reinforces the impression that the library is a separate entity from the community. Namely, an authoritative institute that provides access to published or “sanctioned” resources.

Concept Development Considerations

Privacy

vs.

The library places a high priority on protecting the privacy of its members, both with respect to personal information and user history, in order to ensure a safe learning environment. In order to encourage free learning and exploration, individuals must believe that their browsing and reading habits are not monitored and thereby not judged.

Breadth

Due to the popularity of personal electronic devices such as smartphones and targeted commercial endeavours such as Amazon, people have become accustomed to tailored experiences that are built upon previous user history.

vs.

Previously, libraries could purchase a printed book outright, which would enable them to lend the book to as many individuals as possible as property and ownership rights were attributed to the book itself.

Intellectual Property Although information is now available in a wide variety of formats, the manner in which such information is accessed, particularly in shared environments such as the library, is under higher scrutiny in order to maintain the intellectual property rights of the creator.

To encourage tangential learning and unexpected connections in knowledge creation, the library must be able to offer as wide a variety of information as possible.

Ownership

Customized Experience

vs.

Licensing Currently, publishing conglomerates are electing to license materials to libraries and other consumers as oppose to selling them in order to impose strict conditions and restrictions on usage. This has constrained public librariesâ&#x20AC;&#x2122; freedom to offer information products and services.

Concept Development Sharing Knowledge Learning is not just restricted to stories in books. Learning is pursuing any idea that interests us. It can take the form of anything we want it to be. Examples of information resources include: • people (Human Library) • maker spaces (Fayetteville Fab Lab) • bookmaking materials (Fayetteville Fab Lab) • fishing poles • printing press access (Brooklyn) • ceremonial masks (Africa) • anatomy models (Onondaga Community College) • vivisected cats (Onondaga Community College) • baking pans • video gaming equipment (Ann Arbor District Library) • interactive tech petting zoo (DOK Library)

34 © South Africa Mobile Library Project

Concept Development Sharing Knowledge We often think about information in a narrative structure. Stories are the method by which we: • explain things; • understand the world; • test boundaries and hypotheses; • dream about possibilities; and • engage with each other.

understand the world we live in

inspire us to reach new heights

unite us in a common experience

STORIES

How can the library expand on the knowledge we gain from the stories told through books and other information products to encompass a broader, communal experience?

shape our lives

KNOWLEDGE =/= passive accumulation of facts =/= databases =/= building of books =/= static == something innately human == intimately tied to the passion of an individual == dynamic / always changing

individual experiences

shared experiences How do we combine these?

Concept Development

The Library as a

e Fu tu r

se Pr e

Pa s

Timeline Comparison

Physical Collection

Information Space

Platform

Problem

Resource Scarcity

Attention Information & Scarcity Abundance

Passive Engagement

Function

House

Record / Ease & Capture Access

Research / Showcase & Create

Resource Model

Ownership

Ownership & Rental

Collective Commons

Role of Librarian

Gatekeeper

Facilitator

Co-Creator

User

Member

Co-Creator

Role of Individual

Concept Development Building Communities

ROLE OF LIBRARIAN service

No one person or group has the knowledge or ability to do it all.

Bad Libraries

Build

Collections • collections for the next generation • connections between items

Good Libraries Great Libraries

Build Build

Services Communities • value in a community’s appreciation of heritage and aspirations for a legacy • connections between people

impact on others

learning

how well others gain knowledge

openness

observable & transparent

intellectual freedom & safety

best learning happens in the richest knowledge environment possible

intellectual honesty

honest guide through the learning process

VALUES

Concept Development Third Place

Public Libraries

The public library has long been regarded as a social “third place” outside of the home and the workplace. In his book, The Great Good Place, Ray Oldenburg states that third places are anchors of community life, which facilitate broader, more creative interaction. They are important for fostering democratic societies and civic engagement. In furtherance of this theory, the library has frequently been characterized as the “community’s living room”. While there is merit to this description, the issue with this analogy is that the living room, in modern times, is the location where people frequently consume information on a passive basis.

Community’s Living Room

Community’s Kitchen

Ideally, public libraries should move towards an organization model that is more akin to the “community’s kitchen”, whereby individuals are required to contribute as well in order to create something greater than its parts. This model operates on the principle of the “network effect”, namely the more you allow people to add to something, the more value you get from your investment. Using a dinner party analogy, 10 guests are invited to a sit-down meal. If each guest brings along another person, unbeknownst to the host, each guest subsequently receives less food due to limited resources. If the party is a potluck, however, each person contributes resources, which ultimately creates a richer pool from which to feast. This holds true for knowledge as well.

Concept Development Problem Definition Insight No. 1

Insight No. 2

Libraries enable a free and informed society. How might we encourage learning? How might we create a platform for dialogue and discourse? How might we create a free environment? How might we encourage people to participate or engage with the library? How might we create a safe environment for free thinking?

Libraries want to inspire the imagination. How might we incite curiosity? How might we create a safe environment for free thinking? How might we create passion? How might we transfer passion? How might we reach people who don’t feel that they have equal access to resources? How might we remove barriers to creativity?

Information

Imagination

Apperception what people think of people, places and things vs. the reality of people, paces and things

Insight No. 3

Insight No. 4

Collaboration Consumption Creation

Street Perception

Insight No. 5

Libraries are concerned with access to information. How might we define information? How might we reach people who don’t feel that they have equal access to resources? How might we create different methods of accessing information?

Libraries want to provide equal access to information or knowledge. How might we create different methods of accessing information? How might we reach people who don’t feel that they have equal access to resources? How might we make a product or service that appeals to everyone? How might we create a form that is easy to use for everyone?

Younger generations don’t have the same perception of libraries that pre-technology (personal computer) generations do. How might we create a forum that is easy to use for everyone? How might we capture the wonder of knowledge and the unknown? How might we communicate the same message on a physical plane and a digital one? How might we showcase the magic of knowledge and learning?

Concept Development Problem Definition Insight No. 6

Insight No. 7

Insight No. 8

Insight No. 9

Insight No. 10

Insight No. 11

Libraries still provide isolated experiences. How might we create different channels or methods of communication? • digital or virtual • physical • real-time or in-person How might we get members of the public to contribute or take a leadership role in libraries?

People consume resources at the library (physical and digital). How might we change information from a passive commodity to a medium of communication? How might we get people to contribute resources?

Libraries preserve the past but try to look to the future. How might we make history and the past alive again? How might we show how the past is relevant to the present and indicative of the future? How might we adapt to the local community?

When does the library lead the community forward? When does the community lead the library forward?

Libraries try to make information and learning accessible off-site and after-hours. How might we change the method of access? How might we make services available 24/7?

Libraries pool collective resources together for greater access to information. How might we concentrate on shared resources? How might we create a sense of community? How might we inform the public of the library’s worth and value?

The library is a separate entity. How might we remove the perception of the library as an “authority”? How might we change people’s perception so they see the library as theirs? How might we redefine the library? How might we remove barriers between the library and the community? How might we create trust in the library? How might we make the library synonymous with the community?

Prototyping

The Commons @Public Libraries Concept

Objective

The Commons is a communal, modifiable platform within the library that encourages life-long learning by enabling people to share what they are passionate about. It is a curated physical space, with an online presence, that any individual or group can curate for a period of 1 to 4 weeks with a program or exhibit on any topic that interests them.

The goal of The Commons is collaborative knowledge creation. It is about taking one person or group’s idea and seeing how we, as a community, can collectively expand upon it.

The Commons creates an active, ongoing platform within the library environment, which the community can use to lead the discussion by creating and contributing to the content of the library itself rather than merely consume the tools and resources provided.

Problem

Solution

Primary How do we remove (real and perceived) barriers that separate the library and the community?

Provide a communal platform where individuals and groups can share the topics and issues that are important to them, while inviting others to participate and engage with, independently or collaboratively, in order to contribute to a collective discourse.

Secondary How do we encourage collective literacy and knowledge creation, while highlighting the value of the services the library provides?

The Commons provides the community with the direct power to curate content in the library that will: • share and showcase their interests; • contribute to the library and applicable jurisdiction’s pool of knowledge; • establish the library and the community together as equal partners; • connect and engage the public to provoke contemplation, dialogue and discourse, both on an individual and collective basis. • build or strengthen connections among the community, both inside and outside the library’s walls; • build a stronger sense of community; and • showcase the products and services the library provides.

Prototyping

The Commons @Public Libraries Curators & Curations Learning in its most enjoyable form is pursuing the things we are passionate about. The Commons enables people to showcase their passions and engage with individuals and organizations they might otherwise not encounter. The aim is to share ideas and information that is as varied as the potential curators themselves. It also encourages tangential learning and taps into the breadth and depth of knowledge that each visitor to The Commons may possess. The variation in duration, curators and content will also result in different styles and finishing levels of each curation. Some programs or exhibits will succeed and some will fail. Some will appeal to the mainstream and some will create controversy. The intention of The Commons is to incite interest, curiosity and dialogue.

Prototyping Sample Curations Stuck on DIY A free-form workshop on the things you can make out of Duck Tape. Focuses on the easy and quick (all-ages) DIY appeal of the material, but also places the product in historical and social context.

links to books and online instructions place materials in context of history

place materials in context of history

feature workshop projects

#TheCommonsPublicLibraries

hold workshops in the space itself

Prototyping Sample Curations Poetry Wall Magnetic paint and word magnets could be used to create a poetry wall where people can read and play around with words and prose. The program can be held in conjunction with National Poetry Month or Word Vancouver.

read, create or modify a poem

digital screen (live feed of online contributions)

#TheCommonsPublicLibraries feature library resources

movable / stackable shelves

Prototyping Sample Curations 27 Club: Myth or Curse? Examines the lives and music of various musicians who all died at the age of 27.

QR codes (library catalogue materials)

enter a dialogue

discover and interact with library resources

participate in a debate

Poses questions such as: • Is the “27 Club” a myth or a curse? • How has their death affected the way we view these artists? • What makes a musician a legend?

community group or fan group tables

use space for public workshops or other activities

explore new or tangential avenues of information through librarians or other individuals

#TheCommonsPublicLibraries

Prototyping Sample Curations Neighbourhood Masquerade Fan group exhibit on the films and shows shot in and around Vancouver. The curation would encourage people to engage in a “locations” treasure hunt in the city to recreate and post scenes from their favourite movies and TV shows. The public would be exposed to new titles (that the library may have for loan), the local film industry and the natural and architectural range of British Columbia.

neighbourhood characteristics

read, create or modify a poem © Instagram

#TheCommonsPublicLibraries

gle

hard floors (for decals)

Prototyping

Mock Post-It Forum

ÂŠ Vancouver Public Library

Due to the variation in size, The Commons can be incorporated into the existing infrastructure of any library branch. This is not only for budgetary and environmental reasons (reduced overhead and waste), but to encourage community adoption and usage. Although the area will need to be branded to convey The Commons as a system-wide program, the focus will be on providing a modifiable platform for community-curated content, not the space itself.

Prototyping Business Plan Operations

Physical Infrastructure Each library branch will feature a modifiable space for The Commons in a high traffic area, preferably near the main walkway or concourse, which can range from a portion of a wall or a single wall to a corner to a combination of stand-alone walls or an open room with hard floor space. While enclosed, but partially visible, rooms can also be considered for The Commons, this configuration should be used with caution as a clearly segregated space may discourage some members of the public from engaging with The Commons due to real or perceived barriers. Available physical space is a premium at most library branches, particularly in older neighbourhoods, which are generally situated in aging and/or converted buildings. By allowing for different variations and sizes of The Commons at each library branch, the program can be expanded beyond merely the main branch (generally in the city’s downtown core), while maintaining a unified brand for The Commons and library that not only accommodates the physical size constraints of each branch, but the information needs of each neighbourhood as well.

Programming Individuals, community groups or library staff can submit a proposal to the library to curate The Commons for a program or exhibit on any subject or issue that is of interest to them provided that the content: • is respectful (debates are encouraged but hate speech will not be tolerated); • has a centralized theme or topic; • encourages public interaction or engagement in some manner; and • is not of a commercial nature or primarily for promoting commercial interests.

27 Club: Myth or Curse?

A program or exhibit can take place at one branch’s The Commons as a stand-alone or across multiple library branches as a coordinated effort. It can also coincide with library or community events and holidays. Program and exhibits will vary in duration from one to four weeks, which will facilitate scheduling flexibility while encouraging a greater variety of curators and programming (i.e. budget, level of public engagement, finishing, etc). The goal is to showcase programs and exhibits within The Commons that will be as varied in topic, engagement, execution, emotion, controversy and professionalism as the community itself.

Prototyping Business Plan

Review Committee Proposals for The Commons will be reviewed and approved by a committee consisting of representatives of the library, local community groups and the public, who will serve a term of two years on a rotating basis. Review Committee While an online public process for reviewing and approving proposals by popular vote was considered, it was ultimately dismissed in order to encourage a broader cross-section of successful proposals and capitalize on the expertise and industry knowledge of library staff.

Physical Location The Commons must be located adjacent to the main traffic area of the library to maximize exposure and public interaction. The visible presence of a constantly changing venue in both content and participation methods will provide an additional layer of variety, curiosity and unscripted energy to the library environment. The Commons must be located within the library’s security gates to allow the curator to incorporate the library’s information resources, such as print and multimedia materials, into the program or exhibit. This not only showcases library resources and services in different ways, but also potentially allows the content within such resources themselves to play a role in contributing to the dialogue that the program or exhibit intends to provoke.

Signage in The Commons will feature the name of the current program or exhibit and the curator, not only for attribution purposes to create a sense of ownership in The Commons and promote civic contribution, but to encourage curators to commit to their programming through recognition and friendly competition. Each curator will be responsible for: • painting, decorating or altering The Commons to suit the needs of their program or exhibit; • setting-up, executing and maintaining the program or exhibit; • staffing the program or exhibit with volunteers, if required (e.g. workshop format); and • coordinating with the library or outside organizations for additional resources or grants. Subject to the resources of each branch, the library can provide additional resources such as: • wall shelves or stackable floor shelves; • tables and chairs; • access to multimedia and/or audio/ visual equipment.

Prototyping Business Plan

Online Interaction Signage in each The Commons location will feature location-specific hashtags for both multi and individual branch programming. Visitors to The Commons will be encouraged to take pictures and videos in The Commons or in connection to current The Commons programs or exhibits and upload them via Twitter, Flickr, Instagram or Facebook. These pictures will be featured as a “live feed” on the sidebar of library’s main web page and other social media streams. Multimedia screens in the Central branch and other branches could also feature a “live feed” to highlight the activity taking place in The Commons. In addition to providing consent through voluntary participation, the social media component satisfies John Berger’s six requirements to make things contagious: 1. social currency (make people feel like insiders); 2. triggers (cues to think about the library’s products and services); 3. emotion (tap into people’s directly interests and passions); 4. public (self-advertisement through The Commons’ physical and virtual presence); 5. practical value (stimulate individual and collective knowledge creation and tangential learning); and 6. stories (enable people to contribute to the narrative of the library and local community).

#TheCommonsPublicLibraries

Whose Shoes?

Prototyping Business Plan

Kick Off

Archive & Preservation In order to preserve The Commons’ programs and exhibits for reference, future use (build upon the dialogue of a previous curation) and archival purposes, the library will maintain an online public database to store the following for each curated program or exhibit: • library photos, videos and documentation of the process; • links to incorporated library materials and resources (e.g. books and e-books, DVDs); • links to participating organizations and community groups and their resources; • links to social media content tagged #TheCommonsPublicLibraries (e.g. Twitter, Flickr, Instagram and Facebook); and • other content that may arise.

Branding The project is named “The Commons @Public Libraries” to not only draw attention to the history of public libraries as an agent for a community’s collective purchasing power, but to build upon the notion that information, knowledge and public libraries, particularly during this technological and corporate age, are cultural resources that should be accessible to all members of society.

Kick Off Campaign To familiarize the public with The Commons, a “We are...” program would be held jointly at each location. In addition to program and application information, individuals can take their picture in a “photo booth” and post it in The Commons along with a statement about what they are most passionate about or an idea for a future curation. Individuals could also upload their submission via social media.

The name also reflects the purpose for which the project was created, namely to provide a communal space which any member of the public can use and contribute to. Furthermore, it alludes to the nature of the project as a true commons: 1. cannot be commodified; 2. is inclusive rather than exclusive; and 3. must be preserved for use by future generations (curators and visitors) in at least the same condition as it was received.

Prototyping Business Plan

Marketing Medium Although promotion for The Commons itself and its programming may be expanded to paid marketing mediums in the future, The Commons will rely primarily on marketing within the library, walk-by traffic, word-of-mouth and social media. This will propagate the notion of The Commons as a collective, community-driven space as oppose to a library-delivered program, thereby capitalizing on and highlight the pubic participation component of The Commons itself. Furthermore, the absence of a scripted programming schedule will entice individuals to visit the library more frequently in order to see what new content is being featured.

Arm’s Length Relationship The Commons is a library project that is branded as a separate physical and virtual space within a library. This provides a perceived arm’s length relationship with the library that:

Logistics & Financial Plan Further discussions with each host library are required to determine the logistical and financial needs of The Commons with respect to: • initial infrastructure renovations and/or equipment requirements;

• enables the public and community groups to identify with and take ownership and collective responsibility over the project; • encourages “blue sky” proposals for The Commons, independent of library programming; and

• maintenance costs (turnover/transition requirements); • material needs of potential programs or exhibits (flexibility will be required based on the strength and needs of each proposal, but ideally, the library will provide assistance with costs in order to encourage curator commitment and variety in programming to encourage public engagement (e.g. printing, paint, participatory materials, equipment rentals, etc); and

Public Library

• allows The Commons to operate under the library’s umbrella while positioning the library as an objective party, thereby distancing a library’s brand from the debate and potential controversy surrounding content generated by The Common programming.

The Commons @Public Libraries

• library staffing resources for coordination, review, execution and archival purposes.

Prototyping Business Plan Competitor Analysis External Competitors

WEAKNESSES

STRENGTHS

Bookstores

Online Warehouse Store

Internet / Online Search Engines

• • • • •

coffee and food ancillary goods provided assistance ability to browse Wi-Fi access

• • • • •

surplus selection ancillary goods peer reviews personal history tracking 24/7 access

• • • • • •

• • • • •

limited hours limited selection (popular/profit) commercial interests limited seating not intended for communal interaction

• • • • • •

commercial interests no social interaction no provided assistance personal history tracking inability to browse technology buy-in requirement (computer, tablet or smartphone)

• • • • • •

partially free surplus selection peer reviews personal history tracking 24/7 access results ranked by popularity

commercial interests no social interaction no provided assistance personal history tracking inability to browse free content often limited to snippets (pay for full content) • technology buy-in requirement (computer, tablet or smartphone) • results ranked by popularity

Prototyping Business Plan External Competitors

WEAKNESSES

STRENGTHS

Community Centre

Government Programs & Groups

Public Libraries

• community partners • low cost or free • focus on social and/or physical interaction • programmed content and classes • provided assistance

• • • • •

• • • • • • • • • •

• limited hours • programmed content and classes (people attend destination for a specific intention, not just to hang out) • few or no take-away resources

• limited hours • programmed content and classes (people attend destination for a specific intention, not just to hang out) • few take-away resources (beyond brochures) • basic content

community partners free focus on education programmed content and classes provided assistance

community partners free focus on life-long learning wide selection of resources programmed content and classes provided assistance 24/7 online materials and resources technology and Wi-Fi access seating and workspaces ability to browse / try

• limited hours • public perception

Prototyping Business Plan

WEAKNESSES

STRENGTHS

Internal Resources

Meeting Rooms

Bulletin Boards

Brochure Racks

• free • focus on education and social interaction • programmed content and classes • community partners and in-house materials

• free • community partners and in-house materials • easy buy-in (printing costs) • references to additional library products and services

• free • community partners and in-house materials • easy buy-in (printing costs) • programmed content • references to additional library products and services

• limited hours and access • programmed content and classes (people attend destination for a specific intention; not clear when they can just use it to hang out) • not available in most branches • limited exposure

• fades to background (often ignored) • lacks enticement and interaction component

• fades to background (often ignored) • lacks enticement and interaction component • low information exposure to paperwaste ratio

Prototyping Business Plan Internal Projects

WEAKNESSES

STRENGTHS

Mobile Libraries

Maker Spaces

Idea Box

• provides library services to individuals or groups with limited mobility issues • accessible • public awareness and promotion of library and literacy • defined terms of engagement

• creative potential (individual and group collaborations) • shared and affordable access to expensive equipment • combines conceptual and action knowledge • changes public perception of public libraries

• • • • •

• traditional services and information formats • small reach per location • isolated silos of communication / information exchange • limited circulation material • delay between repeat locations

• frequently technology-heavy, which may intimidate or exclude certain demographics and personality types from participating • investment in specialized equipment • communication / information exchange is often industry-specific (lack of crosspollination) • maintenance and scheduling demand

• segregated from main library area and resources • programmed solely by the library • enclosed, but highly visible format may prevent certain demographics and personality types from participating

interactive changes perception of public libraries requires community participation varied content promotes group dialogue

Prototyping Business Plan SWOT Analysis

INTERNAL

Strengths • Flexible platform for a wide variety of proposals and curators. • Organization-wide program that is adaptable to all branches (i.e. space and budget). • Extremely visible.

Weaknesses

• Strengthens a library’s brand by incorporating and highlighting the value of its products and services.

• Requires a library’s assistance with material costs and/or grant applications.

• Involves the community in library programming in a direct and tangible manner.

• Difficult to schedule and coordinate for library staff. • Logistical turnover/transition between programs and exhibits (timing and execution made difficult by location and high visibility of space).

• Leverage a library’s physical and digital resources for increased usage and exposure.

• Supports a library’s mission and strategic objectives.

• Digital storage requirements for The Commons database. • Storage and clean-up issues involving unclaimed program materials. • Controversy over The Commons’ content, which may damage a library’s brand.

POSITIVE

NEGATIVE

Opportunities • Create new or strengthen existing relationships with community groups, external organizations and the public.

• Reach and meet the needs of both existing library users and underserved segments of the community.

• Create and contribute to the collective dialogue and discourse.

• Increase traffic to library branches.

• Encourage knowledge creation and interest in a diverse range of topics.

• Position the library as an innovator in participatory, community-based programming.

• Increase the public’s identification and satisfaction with the library.

Threats • Relies largely on community and public participation and self-motivation. • Criticism over The Commons’ selection process.

• Generate short and long-term publicity.

EXTERNAL

• Under-delivered programs or exhibits. • A library may become or be seen as becoming involved in conflicting political agendas between community groups.

User Validation User Validation Plan Purpose of Research

Key Users

Determine how public libraries can encourage individuals to engage with the library and the public to share ideas and information in order to create communal dialogue, foster life-long learning and capitalize on the breadth and depth of opinions and knowledge that each individual may possess.

The key users are:

Testing Intentions User testing for this project is complicated due to the various users involved in the system and the entrenched perception of the public library as an organization of formal knowledge that exists separate from the public.

1. the library as an institute (library board and other stakeholders); 2. library staff (as facilitators, potential curators and visitors); and 3. members of the public (as both potential curators and visitors).

Goals & Priorities

Library • foster social cohesion • implement flexible, patron-centered service models to inspire and support a community of learning and a culture of reading • support the development of the public’s technology, information and digital literacy skills • improve branch environment appeal to maximize the library’s usefulness and community access • increase awareness of library resources and programming • strengthen brand awareness • build and strengthen community partnerships

Library Staff • promote library services • encourage life-long learning

For the purposes of user validation, I have elected to focus on visitors to The Commons (which can consist of both library staff and members of the public). A small-‐scale mock The Commons will be created in which anonymous visitors to the space can contribute to the curation. The aim is to permit the researcher to explore factors of the physicality of the space and public engagement/interaction. To examine the problem space of this project, namely how to encourage people to participate in the creation of a collaborate experience, the user validation environment will be passive (non-‐ directed by the researcher) and largely unmonitored.

• coordinate and compliment existing library services • increase usage of patron-centered services • strengthen and encourage staff development, creativity and innovation • increase community engagement and involvement • support civic dialogue • increase library touch points • increase depth and breadth of knowledge creation

Public • easy to use • facilitates personal interests • interactive and engaging • collaborative • accessible • flexible and modifiable • enables and encourages community stewardship

User Validation User Validation Plan User testing methods traditionally associated with physical design projects, such as comparative prototype evaluations, defined tasks sets and questionnaires, will likely not fit a conceptual system design such as this that involves long-term educational and engagement goals, as well as the public service sector, which typically do not yield immediate measurable results.

Prototypes to be Tested

Users Profile

As the integration of The Commons into each space will vary depending on logistics and restrictions of each location, the testing prototypes will consist of a wall made of non-permanent materials (e.g. foam core, bristol board, plywood, etc.) that can be set up quickly without altering or damaging the existing infrastructure. The prototypes will focus on how to encourage public interaction to create shared experiences, such as collaborative drawing, post‐it forums and pubic surveys, as oppose to traditional methods of displaying and delivering educational information.

Similar to public libraries, The Commons aims to engage a myriad of individuals across a broad demographic range, in order to encourage richer discourse and interaction. The number of individuals who will participate in the user validation stage is currently unknown, as the inducements necessary to encourage the public to participate forms part of the challenge of the project.

User Profile Age 5 to 79 Age range represents approx. 94.6% of the registered patrons of a local public library system (circa. 2012). Gender N/A Experience Novice to Advanced Ethnic N/A Origin Native Language

Education Other

English Programs and exhibits can also be geared towards a visual format or in the language of the curators choosing. For the purposes of this research project, however, English will be used to facilitate the researcher. N/A (see Age) Although The Commons would like to incorporate non-‐library users in the future, this portion of the project will be limited to library users (whether for access to circulation material, computer and/or Internet (Wi-Fi) access, facilities and public washrooms, etc) in order to focus on the issue of public engagement.

User Validation User Validation Plan

Scenario

Ethics

For timing, administrative and logistic purposes, I met with the Emily Carr University library to discuss the possibility of staging a prototype in the school library in place of a public library. It is noted, however, that the location will affect the demographics of the majority of the visitors as the ECUAD library is targeted predominately to ECUAD staff, faculty and students.

Risks Minor social risk of loss of privacy with respect to ideas and content. Participation, however, would be voluntary. Although the space could be shielded to provide more privacy, this will impact the visibility of the space, and potentially the level of participation.

Factors to consider for the prototype include, but are not limited to: • format (blank canvas/wall, post-‐it forum, tokens or accessories) • size/plane of interaction (small vs. large) • location exposure (main entrance, back of library, washroom stalls)

Benefits Possible benefits of participation include opportunities to engage in creative self and collaborative expression, reflection and learning.

Consent In order to assess participation and engagement, it is important that The Commons be voluntary (in both user participation and observation) and unmonitored. In order to address ethic concerns associated with participation in student projects and Research Ethics Board requirements, the prototype will be accompanied by a placard or signage that provides information on the project, the student researcher and a disclaimer of deemed consent through participation, along with assurances of anonymity (unless consent to attribution is provided). If any users elect to participate in an interview, survey or recording, the inclusion or use of such data will be contingent on the execution of the applicable consent or release form.

• marking methods (pen, crayon, adhesive, chalk, pin) • topic or theme (poignant vs. silly, specific vs. universal)

User Validation User Validation Plan

Measures

Results

Objective Measure Measure: How many users participated?

Subjective Measure Measure: What caught the attention of the user?

Did the topic or theme change?

Did the user find the space: • approachable?

Did users comment or engage (on record) with other users’ comments or marks?

• comfortable? • curious? • engaging? • forced? • prescribed?

Method:

What would make the user want to participate?

What topic or theme would interest the user?

Observational field notes:

Method:

Interview (in person)

• number of marks/comments

Observational field notes

• number of subtopics

Ethnography/documentation

• number of groups or subgroups

Unobtrusive observations

Equipment: Not applicable. Can be conducted through observation.

As The Commons is a systems design project with long-‐term educational and engagement goals, most of the results will be anecdotal in nature rather than statistical data. This is also due in part to the short-‐term duration of the user validation stage. Part of The Commons’ objective is to change the way people see and interact with libraries. As such, it is possible or likely that the project may face an initial resistance in both perception and action.

Equipment: Not applicable.

User Validation Implementation Library Spaces Three engagement opportunity spaces were set up throughout the ECUAD library:

Chalkboard Wall • compromised of 8 chalkboards of two sizes: 2’ x 2’ and 4’ x 2’

Drawing Wall • 24” x 54”

Post-It Wall • 45” x 27” with branded cards

• located in the Library Mezzanine Gallery

• located on the 2nd floor study room windowsill by the rear staircase

• located by the main entrance, across from the circulation desk

Factors Each space varied in: • privacy/exposure levels (social currency) • size • materials • medium • the type of question or prompt posed

User Validation Promotion

A logo and series of four posters were designed to promote The Commons and posted around the university campus.

Logo

Posters

The logo was designed around the concept of collective conversation and space.

Dark, square “Wanted” chalkboard-stylized posters, in four variations and two sizes (10” x 10”, 23” x 23”), were designed to: • mimic the main exhibition wall in the Library Mezzanine Gallery; • tie into the DIY element of The Commons project; • ask for individuals’ contributions; • be modular to fit in different school locations; and • differentiate them from other posters around campus through repetition.

Commons

User Validation

Supplementary Feedback Online Documentation

Questionnaire

Two mock websites were created to accompany The Commons:

A one-page questionnaire and general consent form was also distributed to ECUAD library staff and a few students for supplementary purposes.

• www.facebook.com/ thecommonsecuad

Commons

The following spaces were installed in the Emily Carr University library: CHALKBOARD WALL

POST-IT WALL

• thecommonsecuad.tumblr.com

main entrance

DRAWING WALL

2nd floor mezzanine

2nd floor stairwell

A selection of photos documenting the project were posted on both sites. The two sites were chosen for their different approaches to public interaction and shared ability to use hashtags (#TheCommonsECUAD). Were you aware that these spaces were in the library?

YES

How did you find out about it?

YES

How did you find out about it?

Do you know what the spaces are for?

Facebook • passive & interactive engagement • predominately members • non-linear layout (social board)

YES

Have you participated in these spaces? YES

YES

Why/why not?

For each space (that you are aware of), place a mark on the line that reflects how you would describe each space:

Tumblr • predominately passive engagement • members & non-members • linear layout (blog)

Private

Public Approachable

Unapproachable

Engaging Structured

Boring Unstructured

Public Approachable Engaging Structured

What topic/question would interest you? e.g. cooking

Private Unapproachable Boring Unstructured

Public Approachable Engaging Structured

Private Unapproachable Boring Unstructured

What would you like to see in these spaces? e.g. a post-it wall for recipes

User Validation Results

Chalkboard Wall Duration:

3.5 weeks

Medium: Chalkboard (coated hardboard)

User Validation Results

Observations • The smaller square chalkboards (2’ x 2’) seemed to encourage participation more than the large rectangle chalkboards (4’ x 2’). Whether this was due to size, subject matter or location on the wall requires further research. • Although chalkboard serves as a low cost, reusable medium, the act of writing with chalk is loud, which may have affected participation as the space was within visual and audio proximity to the 2nd floor couch and tables, as well as the 1st floor circulation desk, couches and cubicles.

No. of Participants

No. of Interactions Between Entries

No. of Subtopics

No. of New Topics

No. of Deletions

February 1

Installed

February 2 February 3 February 4 February 6

+1 +9 +7 +14

+4 +1 +11

+3 +1 +3

+1 +2

February 8 February 11 February 14

+9 +8 +5

+5 +3 +2

+3 +3

Total

+2 4

• Despite the temporary nature of the medium, individuals (including myself) were reluctant to erase other entries or contributions when some of the chalkboards became full. Unlike the other two spaces, removal of content on the Chalkboard Wall felt permanent and personal. • Political and topical (e.g. schoolrelated) questions were popular, while open-ended questions were slow to incite participation. • The open-ended nature of the space allowed for interesting variations and methods of response.

User Validation Results

Drawing Wall Duration:

1 week*

Medium:

Blank wall (foam core)

* Due to user engagement, the ECUAD library decided to extend the Drawing Wall for an additional 2.5 weeks.

User Validation Results

Observations • The Drawing Wall was by far the most popular of the three spaces, necessitating the installation of a 2nd board after the first week. Additional research is required to determine whether this was due to privacy, demographics (art school) or prompt (simple, whimsical and subjective – no “wrong” answer). • The contributions varied widely in style, time commitment, size, colour and intention.

No. of Participants

No. of Interactions Between Entries

No. of Subtopics

February 1

Installed

February 2 February 3 February 4 February 6

+2 +20 +21 +26

+1 +2 +6

+2 +2 +5

February 8 February 11 February 14 Total

+5 +1 +1 +4 +1 nd nd Installed 2 Board Installed 2 Board Installed 2nd Board +8 +2 83

• Participants were willing to draw over other contributions. This may be due to the “permanency of the medium (marker vs. chalk) which allowed both the new and old contributions to still be visible and distinct. • Interestingly, a few drawings also contained an underlying message, with the sheep merely acting as the “vehicle” of such message. • There were multiple instances of drawings “interacting” with other drawings. In one instance, a solitary sheep was joined by a potential love interest within two days.

User Validation Results

Post-It Wall Duration:

1 week*

Medium:

Post-it/artifact forum (foam core and wood clothespins)

* Due to user engagement, the ECUAD library decided to extend the Post-It Wall for an additional 2.5 weeks in place of its regular book sale carts.

User Validation Results

Observations • Library staff indicated that the Post-It Wall was popular (despite the fact that the number of participants was the lowest of the three spaces). This may be due to the visibility of the space and the fact that the topic, which touches on a universal concept, is both emotional and informative for the contributor and reader alike. • All participants elected to use the smaller, portrait cards (5.5” x 4.25”) rather than the larger, landscape cards (5.5” x 8.5”).

No. of Participants

No. of Interactions Between Entries

No. of Card Movements

February 3

Installed

February 4 February 6 February 8 February 11

+8 +13 +6 +5

February 14

Total

• One participant wrote several entries on both sides of one card. The visible side featured the more altruistic entry while the backside featured several more egocentric entries. This raised the interesting question as to why we put certain things on our bucket list (i.e. motive) and whether the act of publicly posting it is to share your wish with others or to make a promise or commitment to yourself. • Although participation was “bounded” by the use of individual cards, several individuals posted content in response to another person’s contribution (both on the same card and a separate adjacent card). • Although an addition box was installed for overflow cards, participants were reluctant to move the cards to free up space on the wall (the hesitancy seemed similar to the notion of erasing content on the Chalkboard Wall). To maintain active participation in the space, I had to “weed” the wall every few days.

User Validation Results

General Observations

Promotion

Online Documentation

• Participation noticeably slowed during ECUAD’s reading week in connection with lower library traffic.

The large posters were effective in busy areas (due to the amount of black space) while the smaller posters could be posted as singles and in multiples (row, column and tiled), in order to work with available space and draw attention through the combined use of repetition and variation.

The mock websites were intended to be for prototyping and evaluation purposes and not for public dissemination. Within the first 36 hours of launch, however, links were retweeted by the public to a local library, which raised concerns that the project had gone “public” under that library’s umbrella. As a cautionary measure, the sites were put

• As the spaces were passive and unmonitored, no data was recorded on the amount of individuals who read or observed the three spaces (but did not participate) and whether they found them engaging, informative, enjoyable or debatable, which are also valued benefits of The Commons.

on hold to ensure that the user validation trial and prototypes would not be erroneously regarded as a “live” program.

The purpose of the online component was threefold: 1. archival; 2. link to additional news and information content; and 3. encourage online interaction to the initial topics and additional content.

User Validation Results

Questionnaire Seven individuals participated in the questionnaire. On average, all three spaces were described as public, approachable, engaging and structured. The rankings were as followed:

Public

Approachable

Engaging

Structured

1. Post‐It Wall 2. Chalkboard Wall 3. Drawing Wall

1. Post‐It Wall 2. Drawing Wall 3. Chalkboard Wall

1. Chalkboard Wall 2. Drawing Wall 3. Post-It Wall

1. Post-It Wall 2. Chalkboard Wall 3. Drawing Wall

Several participants indicated that they would like to see how topics that are discussed could be moved forward or expanded upon (e.g. see section on “Results: Online Documentation”). Going forward, the space should also include information on what happens to the ideas on the walls.

Refinement Modular System

The Commons is designed as a modular system that allows the space to take shape on an ad hoc basis. Square Panel

(mount on frame or wall)

Chalkboard Panel

Allows for temporary, quick and low cost public interaction.

Cube Frame (stackable)

Interchangeable Panels

Pegboard Panel

Allows for quick installation and easy storage. Makes the system more approachable for the public to curate as the space is flexible in size (less daunting and attainable printing and material costs).

Uses pegboard sheets and fixtures to capitalize on existing DIY resources in the market.

Plastic Sleeve Panel

Tiled sleeves can hold up to nine 8” x 8” sheets of paper on each panel. Allows individuals to generate small “contributions” or tiled panels using home printers.

Public/Private Spaces

Square Shelf

(insert for cube frame)

The base parts of the system will consist of: 1. a cube frame (2’ x 2’ x 2’) made of 1” wood square rods; 2. a 1/8” hardboard panel (2’ x 2’); 3. a 1/4” hardboard shelf (2’ x 2’); and 4. a semi-permanent connection system (e.g. dowels and industrial Velcro).

The panels can be attached to a few or multiple sides of the display. This creates public/private spaces that will allow multiple individuals to interact with the visible space with some privacy.

Shelf Insert

Creates a bookshelf for library materials or curated artifacts and supplies. Can also be used in combination with panels to create hidden storage space in the cube below.

Customization

Panels can be customized to accommodate library A/V equipment and resources at a marginal cost (precut panels approx. $1 - $5).

Stackable Frames

Building blocks to create 3-dimensional spaces. Pegboard Panel

(insert for cube frame)

Plastic Sleeves Panel (8” x 8” pockets)

Bag Shelf

(for clear plastic bags)

The panels and shelves will come in many variations, enabling the library and curators to change The Commons to suit their needs and experiment with creating interesting interaction spaces.

Variable Heights

Content can be targeted for different age groups.

Refinement

Inclusive System Ideation Objective

Spaces

How can the system: • make the curatorial process less daunting; • be set up easily by one or a few individuals; • be affordable for small, rural libraries, but still polished enough for large metropolitan libraries; and • be adaptable for multiple interaction scenarios?

Refinement

Inclusive System Ideation Stackable Components

Refinement

Inclusive System Ideation Panels

Refinement

Inclusive System Ideation Shelves

Refinement

Inclusive System Ideation Frames

Refinement

Inclusive System Ideation

Refinement

Sustainability Plan Okala Ecodesign Although geared towards product design, the following factors from the Okala Ecodesign Strategy Wheel were used to guide the systems design process: Design for Innovation • Rethink how to provide the benefit • Design flexibility for technological change • Provide product as service • Serve needs provided by associated products • Share among multiple users • Create opportunity for local supply chain

Reduce Material Impact • Avoid materials that damage human or ecological health • Minimize quantity of materials • Use renewable resources Manufacturing Innovation • Minimize number of production steps • Minimize number of components/ materials

Reduce Distribution Impacts • Source or use local materials and production

Transitional Systems • Design upgradeable products • Design for reuse of components

Reduce Behaviour and Use Impacts • Encourage low-consumption use behaviour

Design to Optimize End of Life • Design for fast manual or automated disassembly • Use recyclable non-toxic materials • Provide ability to biodegrade

System Longevity • Design for durability • Design for maintenance and easy repair • Design for re-use and exchange of products • Foster emotional connection to the product

Refinement

Sustainability Plan Curated Library Spaces Design Element

Okala Ecodesign Strategy Wheel

Communal Space The Commons establishes communal spaces in public library branches to create a platform that any individual or group can interact with or curate on a topic that interests them. This allows the public to contribute to the content of the library, while providing a physical avenue (other than and in addition to the Internet) to engage in public discourse. It encourages the pursuit of interests, facilitates knowledge exposure and development, promotes life-long learning and empowers both the individual and collective voice.

• Rethink how to provide the benefit (Design for Innovation) • Foster emotional connection to the product (System Longevity)

Accessibility As part of the public library system, The Commons is accessible to a broad range of individuals and groups. It pools together resources to encourage public engagement in an informal environment, while removing participation, financial and commitment barriers traditionally associated with institutional or commercial alternatives such as schools, galleries and museums. It also facilitates the complementary use of other library services.

• Provide product as service (Design for Innovation) • Serve needs provided by associated products (Design for Innovation) • Encourage low-consumption use behaviour (Reduce Behaviour and Use Impacts)

Interaction Levels The Commons is available for use by both members and non-members of the public library. Individuals can interact with The Commons on four levels: 1. viewer; 2. participant; 3. contributor; and 4. curator.

• Share among multiple users (Design for Innovation) • Rethink how to provide the benefit (Design for Innovation) • Foster emotional connection to the product (System Longevity)

Online Component The Commons will also feature an online component in which visitors to the space and library staff will be encouraged to take pictures and videos of the space and/or in connection to current programs or exhibits and upload them via social media with a hashtag specific to that library system (e.g. #TheCommonsECUAD). These pictures will be featured as a “live feed” on the sidebar of library’s main and will be compiled as part of a database in the library’s system for both archival and resource purposes. Questions or discussion points raised in the physical or virtual The Commons will be cross-posted and can be followed up or built upon by the library or public to encourage dialogue and cross-pollination of ideas and opinions. • Share among multiple users (Design for Innovation) • Rethink how to provide the benefit(Design for Innovation) • Serve needs provided by associated products (Design for Innovation) • Foster emotional connection to the product (System Longevity)

Refinement

Sustainability Plan Modular Components Design Element

Okala Ecodesign Strategy Wheel

Adaptability The Commons is designed as a modular system of interchangeable panels, shelves, inserts and stackable frames that allows users to shape the space on an ad hoc basis. This will enable The Commons to adapt to not only the changing creative and information needs of each library and curator, but the infrastructure and financial requirements of each branch as well. As such, The Commons can occupy floor space to a portion, single or collection of walls to an open room.

• Share among multiple users (Design for Innovation) • Design flexibility for technological change (Design for Innovation)

Panels The 2’ x 2’ interchangeable panels come in a variety of formats (both currently in the market and designed for The Commons), such as: • pegboard (double-sided); • chalkboard (double-sided); • acrylic; • cork board (double-sided); • whiteboard (double-sided); • 3 x 3 paper grid (plain or chalkboard on opposing side); • 2 x 2 frame (with and without door inserts) (plain or chalkboard on opposing side); and • plain (for painting or poster overlay); for maximum flexibility and combination possibilities. • Share among multiple users (Design for Innovation) • Design flexibility for technological change (Design for Innovation) • Design for reuse of components (Transitional Systems) • Design for durability (System Longevity) • Design for re-use and exchange of products (System Longevity)

Mounting The panels can be mounted to a frame system (see Frame System) or on a wall in a pattern or grid layout (staggered or flush) to create stand-alone or combination wall and/ or shelving space (when used in conjunction with modular shelves) with varying degrees of exposure/privacy. This is of particular importance, as existing wall space in public libraries is at a premium. The shelving can also be used to incorporate (open and enclosed) displays, library materials, A/V equipment and other resources into the curated program.

Manageability The use of modular square panels to form walls and/or shelving allows for quick, easy installation and disassembly, affordable repair or replacement, and storage of the system (or portions thereof) when not in use. Moreover, it makes The Commons more approachable for the library and members of the public to curate as the space is flexible in both size and format. By breaking down large spaces into smaller components, the process of creating programs and exhibits becomes less daunting and more attainable (particularly with respect to printing (e.g. tiled) and material costs).

• Share among multiple users (Design for Innovation) • Design flexibility for technological change (Design for Innovation) • Design for reuse of components (Transitional Systems) • Design for durability (System Longevity) • Design for re-use and exchange of products (System Longevity)

• Share among multiple users (Design for Innovation) • Design for fast manual or automated disassembly (Design to Optimize End of Life) • Design for maintenance and easy repair (System Longevity) • Design for durability (System Longevity)

Refinement

Sustainability Plan Design Element

Group Collaboration Although all of the modular panels and frames allow for multiple users, the 3 x 3 paper grid and 2 x 2 frame panels, in particular, are designed for group contributions and interactions. The 3 x 3 paper grid panel (plastic sleeves or aluminum railings) can fit nine 8” x 8” paper squares. Given the prevalence of personal desktop publishing and word processing programs, individuals or groups can submit or tiled content (which in and of itself has an interesting informational interaction component) of high quality using home printers.

Okala Ecodesign Strategy Wheel

Materials Wood-product hardboard will be used for both panels (1/8” thick) and shelves (1/4” thick). As the panels and shelves will be reused, MDF hardboard serves as a lightweight (easier handling and mounting due to a wide range of physical strength and abilities of the potential curators), affordability (initial, replacement and customization costs) and accessibility (precut at many hardware stores for no or minimal woodshop time) option for public libraries. The drawback to this material, however, is its environmental footprint in terms of manufacturing processes, adhesive materials and disposal.

The 2 x 2 frame panel can hold four 11” x 11” MDF or plywood squares (1/8” thick). These “coffee-table book”-sized squares will each sport a library barcode, allowing library members to borrow a square through the library’s regular circulation stream. The content of the square can be created at home and “anonymously” returned to the library for inclusion in a scheduled program. • Share among multiple users • Share among multiple users (Design for Innovation) (Design for Innovation) • Design for reuse of components • Design flexibility for technological (Transitional Systems) change • Design for fast manual or automated (Design for Innovation) disassembly (Design to Optimize End of Life) • Use recyclable non-toxic materials (Design to Optimize End of Life) • Design for durability (System Longevity) • Design for re-use and exchange of products (System Longevity)

Alternative Materials Council-certified, urea formaldehydefree MDF panels produced by Calgarybased DIRTT Environmental Solutions, can be used in place of standard MDF. Alternatively, bamboo can be used for non-marking panels such as poster, cork board (backing) and frame panels. Material costs, however, will increase substantially, which will decrease the quantity and type of panels a public library may be able to afford, thereby affecting the scope and potential adaptability and adoptability of The Commons.

• Use recyclable non-toxic materials (Design to Optimize End of Life) • Provide ability to biodegrade (Design to Optimize End of Life) • Avoid materials that damage human or ecological health (Reduce Material Impacts) • Use renewable resources (Reduce Material Impacts)

Refinement

Sustainability Plan Frame System Design Element

Okala Ecodesign Strategy Wheel

Note:

Adaptability For future development and design, multimodular frame systems will accompany The Commons. Currently, the plan is to have three frame variations that can fit the same interchangeable panels, shelves and inserts: 1. beech wood cube frames; 2. interlocking steel post frames; and 3. hinged steel panel frames. The different systems allow public libraries and their community to purchase the frame components that best meet their budgetary constraints, while still allowing for “upgrades” that do not rendering the other frames obsolete. Rather, the three frame systems can be combined to create an even broader range of interaction spaces.

Panels Wood cube frames can be manufactured locally, regardless of the size of the locale. Small communities such as townships can produce the physical components for The Commons using a basic woodshop. Beech wood was chosen for its strength, durability, resistance to shock, ease to machine and availability.

• Design for fast manual or automated disassembly (Design to Optimize End of Life) • Design upgradeable products (Transitional Systems) • Design for reuse of components (Transitional Systems) • Minimize quantity of materials (Reduce Material Impacts) • Design for durability (System Longevity) • Design for maintenance and easy repair (System Longevity) • Design for re-use and exchange of products (System Longevity)

• Create opportunity for local supply chain • Use recyclable non-toxic materials (Design to Optimize End of Life) (Design for Innovation) • Design flexibility for technological • Use recyclable non-toxic materials change (Design to Optimize End of Life) (Design for Innovation) • Provide ability to biodegrade (Design to Optimize End of Life)

Due to the scale of The Commons as a system design, multimodular frame systems, locking/adhesion methods for the panels and frames, and operational logistics of the application and scheduling process of exhibits and programs are not included in the scope of the grad project for delivery purposes.

Mounting 1. Interlocking steel posts can be used in conjunction with panels, shelves and inserts to form walls, screens, shelving and (open and enclosed) display. While this frame system allows for greater configuration flexibility than the wood cube frames, it requires a higher manufacturing overhead cost, thereby making it more appropriate for use by a larger library system or coalition of libraries.

Manageability Hinged steel panel frames, in combination with a floor-mounted post, can be used to create movable panel display racks. The hinged frames can be staggered to create a multi-paneled circular display or stacked and placed by a wall or shelf to create “layered” or public/private spaces. The hinged frames can be welded locally in small metal shops or manufactured for a more refined finishing.

• Create opportunity for local supply chain (Design for Innovation) • Use recyclable non-toxic materials (Design to Optimize End of Life)

The Commons @Public Libraries Final Prototype Project Reach

The Commons enables the public to contribute to the content of the library, while providing a physical and virtual platform in which to engage in public discourse.

INFORMATION

The Commons project is part of a larger program to change the way people interact with the library. The aim of The Commons is to foster an attitude of collective responsibility and contribution towards the library that will encourage individual and group interests, connection and other programs, both inside and outside the library walls.

Design Criteria Functional • adaptable • modular Experiential • participatory • connected Emotive • curious • creative • empowering

The Commons @Public Libraries Final Prototype

The Commons @Public Libraries Final Prototype System Streams The Commons can be divided into three system streams: 1. Individual Elements; What does the public bring to The Commons? 2. Physical Components What does a public library need to host The Commons? 3. Interaction Levels How does the public interact with The Commons?

The Commons @Public Libraries Individual Elements Knowledge & Interests

Action

Community Engagement

Every person has a rich and varied body of knowledge, interests, history and experience that no organization can replicate. The Commons aims to tap into each personâ&#x20AC;&#x2122;s unique expertise to help libraries build collaborative learning experiences that are as varied as the public itself.

The Commons is a public call to action. Rather than merely providing information resources for the public to consume, it invites individuals to collaborate in order to create a communal experience that is greater than its parts.

The Commons serves as a platform in which individuals can contribute to the narrative of their public library, and consequently, their community. It aims to not only showcase our individual interests and ideas, but create shared experiences that show how these similarities and differences contribute to the richness and vibrancy of society.

Public Library Engagement Model

COMMUNITYâ&#x20AC;&#x2122;S KITCHEN

The Commons @Public Libraries Physical Components Framework The Commons will be comprised of three modular frame systems that can fit the same interchangeable panels, shelves and inserts: 1. beech wood cube frames; 2. interlocking steel post frames; and 3. hinged steel panel frames. Details of the locking mechanisms for the modular frames and components are still being considered. Affordability & Local Industry The different systems allow public library systems and their communities to purchase or manufacture the frame components that best suit their budget. The wood cube and hinged steel panel frames, in particular, can be made locally as they only require basic woodshop and metal shop equipment, respectively.

Wood Cube Frames

Upgrades The three frame systems can be combined to create an even broader range of interaction spaces. This allows public libraries to “upgrade” their frame system without rendering the older frames obsolete. Assembly & Disassembly Each frame system consists of a minimal number of base parts. This allows for: • easy storage; • interchangeability of parts for repair and replacement; and • minimal manufacturing and material requirements. Note:

Square panels are included in these pictures for context purposes.

Interlocking Steel Post Frames

Hinged Steel Panel Frames

The Commons @Public Libraries Physical Components Modular The Commons is designed as a modular system of interchangeable panels, shelves, inserts and stackable frames that allows users to shape the space on an ad hoc basis. Interchangeable Panels Each panel is 2’ x 2’ and made of 1/8” hardboard. The panels come in a variety of formats, such as: • plain (for painting or poster overlay); • chalkboard; • pegboard; • acrylic glass; • felt board; • whiteboard; • cork board; • steel magnet board; • 2 x 2 Collection Square frame (with and without door inserts) (plain or chalkboard on opposing side); and • 3 x 3 paper grid (plain or chalkboard on opposing side); for maximum flexibility and combination possibilities.

Plain Panel For painting or poster overlay.

Chalkboard Panel For quick, temporary and lowcost public interaction.

Pegboard Panel Capitalize on existing DIY fixtures and resources in the market.

Acrylic Glass Panel For enclosed, secured displays.

Felt Board Panel For felt cut-outs.

Whiteboard Panel For quick, temporary and lowcost public interaction.

Cork Board Panel For quick, temporary and lowcost public interaction. Allows for movement and added privacy (contributions not visible until pinned).

Steel Magnet Panel For quick and temporary public interaction. Allows for movement and added privacy (contributions not visible until posted).

2 x 2 Collection Square Frame Panel (Removable Doors) Holds up to four 11” x 11” Collection Square panels.

3 x 3 Paper Grid Panel Holds up to nine 8” x 8” paper squares.

The Commons @Public Libraries Physical Components Group Usage Panels Although all of the panels allow for multiple users, the 3 x 3 paper grid panel and the 2 x 2 Collection Square frame panels, in particular, are designed for group contributions and interactions.

2 x 2 Collection Square Frame Panel Holds up to four 11” x 11” Collection Square panels. Collection Square frame panels are “coffeetable book”-sized squares, made of MDF or plywood (1/8” thick). Each panel will sport a library barcode or tag, allowing library members to borrow a square through the library’s regular system. The content of the square can be created at home and “anonymously” returned to the library for inclusion in a scheduled program.

The panel features two aluminum bars /dowels that snap into place to accommodate removable doors for interactive displays and 3D content (e.g. multimedia collage).

3 x 3 Paper Grid Panel Holds up to nine 8” x 8” paper squares. Given the prevalence of personal desktop publishing and word processing programs, individuals or groups can submit or tiled content of high quality using home printers. The content can be tiled or separate, which in and of itself has an interesting informational interaction component. The 3 x 3 paper grid panel holds the paper squares using tension (four aluminum rails on the panel are spaced to provide less than 8” of vertical space).

The Commons @Public Libraries Physical Components

Materials Wood-product hardboard will be used for both panels and shelves. As the panels and shelves will be reused, MDF hardboard serves as a:

Interchangeable Shelves Each shelf is 2’ x 2’ and made of 1/4” hardboard.

The drawback to this material, however, is its environmental footprint in terms of manufacturing processes, adhesive materials and disposal.

• lightweight; (easier handling and mounting due to a wide range of physical strength and abilities of the potential curators) • affordability; and (initial, replacement and customization costs) Plain Shelf Holds library materials or curated artifacts and supplies.

• accessibility (precut at many hardware stores for no or minimal woodshop time); option for public libraries. Sustainable Alternatives When possible, sustainable MDF, such as the Forest Stewardship Council-certified, urea formaldehyde-free MDF panels can be used in place of standard MDF. Alternatively, bamboo can be used for non-marking panels such as poster, cork board (backing) and frame panels. Material costs, however, will increase substantially, which may decrease the quantity and type of panels a public library may be able to afford, thereby affecting the scope and potential adaptability and adoptability of The Commons.

Diorama Shelves Holds acrylic glass panels, which can be used to create layered, 3D displays using 2D materials.

The Commons @Public Libraries Physical Components Panel Assembly Depending on the frame system used, the panels can be: • mounted onto a wood cube; • slotted into an interlocking steel post; or • dropped into a hinged steel panel frame. The panels can also be mounted directly onto the wall using a non-permanent connection system (e.g. industrial Velcro).

Wood Cube + Chalkboard Panel

Hinged Steel Panel Frame + Paper Grid Panel

Interlocking Steel Post + Collection Square Holder

Hinged Steel Panel Frames + Pole (Flushed)

Hinged Steel Panel Frames + Pole (Staggered)

The Commons @Public Libraries Physical Components Shelf Assembly Shelves can be: • inserted into a wood cube at a 45° angle and dropped into place; or • slotted into place in the grooves on top of each interlocking steel post (before posts are locked together vertically). The square notches at each corner holds the shelf in place between the “legs” of the wood cube or steel posts frame systems. The octagon pin on the head of each interlocking steel post (reverse divot on the foot) allows the posts to lock in perfect alignment to create cubes frames, without interfering with shelving.

Wood Cube + Plain Shelf

Wood Cube + Plain Shelves & X-Beam Inserts

Wood Cube + Pegboard Panels, Plain Shelves & Steel Dowels

Interlocking Steel Post + Plain Shelf & Acrylic Glass Panel

The Commons @Public Libraries Physical Components Square Tiles The use of modular squares to form walls and/or shelving allows for: • quick set-up and take-down; • easy storage; • affordable repair or replacement • interchangeability; • flexibility; • greater manageability; • lower printing and material costs; and • affordable customization for A/V equipment or specialized programs or exhibits (precut 1/8” or 1/4” hardboard panels are approx. $1 - $4). Moreover, it makes The Commons more attainable for the library and members of the public to curate as the space is flexible in both size and format. By breaking down large spaces into smaller components, the process of creating programs and exhibits becomes less daunting and more attainable.

Variable Heights

Content can be targeted for different age groups.

Public/Private Spaces

The panels can be attached to a few or multiple sides of the display. This creates public/private spaces that will allow multiple individuals to interact with the visible space with some privacy.

Interchangeable Panels

Shelf Insert

Creates a bookshelf for library materials or curated artifacts and supplies. Can also be used in combination with panels to create hidden storage space in the cube below.

Stackable Frames

Building blocks to create 3-dimensional spaces.

The Commons @Public Libraries Physical Components Combinations The panels and shelves can be combined in a pattern or grid layout (flushed or staggered) to create stand-alone or combination wall and/or shelving space with varying degrees of exposure/privacy. This is of particular importance, as existing wall space in public libraries is at a premium. The shelving can also be used to incorporate (open and enclosed) displays, library materials, A/V equipment and other resources.

Wall Space + Various Panels

Wood Cubes + Various Panels & Shelves

Hinged Steel Panel Frames + Various Panels

Interlocking Steel Posts + Various Panels & Shelves

Interlocking Steel Posts + Diorama Panels & Shelves

The Commons @Public Libraries Physical Components

Mixed Frame Systems Concept

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The Commons @Public Libraries Physical Components Library Space Physical Space The Commons is flexible in form. It can occupy: • floorspace; • a portion of a wall; • a single wall; • a corner; • a combination of walls; or • an open room.

FLOOR SPACE

CORNER

PARTIAL WALL

COMBINATION OF WALLS

SINGLE WALL

OPEN ROOM

By allowing for different configurations, The Commons can adjust to the size, layout and resource constraints of each library system and its branches, while accommodating the changing information needs of each neighbourhood as well. This allows for a broad reach and variation in programming, while maintaining a unified brand for The Commons and the library.

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The Commons @Public Libraries Physical Components

Virtual Space The Commons will also feature an online component in which visitors to the space and library staff will be encouraged to take pictures and videos of the space and/or in connection to current programs or exhibits and upload them via social media with a hashtag specific to that library system (e.g. #TheCommonsECUAD).

www.facebook.com/ thecommonspubliclibraries thecommonspubliclibraries.tumblr.com #TheCommonsPublicLibraries

PHYSICAL THE COMMONS

VIRTUAL THE COMMONS

Questions or discussion points raised in the physical or virtual The Commons will be cross-posted and can be followed up or built upon by the library or public to encourage dialogue and cross-pollination of ideas and opinions.

This content will be featured as a “live feed” on a sidebar of the library’s main website and will be compiled as part of a public depository of The Commons programs and exhibits, both for archival and resource purposes so past content can be further built upon in the future.

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The Commons @Public Libraries Physical Components Tools for Engagement As part of the public library system, The Commons is accessible to a broad range of individuals and groups. It pools together public space and resources in an informal environment to encourage civic dialogue and engagement, while removing participation, financial and commitment barriers traditionally associated with institutional or commercial alternatives. By providing a platform in which the community’s interests and opinions can be brought to the forefront of the library, alongside traditional streams of published content, The Commons not only creates opportunities for tangential learning, but serves as a tool to foster community engagement.

Viewer 1. Visit The Commons. Highlights • accessible • informal environment • easy to engage and disengage • low time-cost • broad exposure

Interaction The Commons is available for use by both members and non-members of the public library. In addition to visiting The Commons as a viewer, individuals can interact with The Commons as: 1. a participant; 2. a contributor; and 3. a curator.

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